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The Impact of Technology on the Future of Human Learning
... Furthermore, they need to prepare their students with specific skills relevant to an uncertain future affected by the advent of advanced AI and societal shifts. A signature paradigm for higher education that can prepare students for the uncertain labor market of the future, according to Bass [2,3], should be driven by inclusive excellence and integrative learning, which are the two innovative drivers of higher education. ...
... Being attentive to inclusive and integrative practices, PBL falls within 'the first quadrant' of the matrix depicted in Figure 1. Hence, "as machines get better at being machines", Bass [2] argues that "the primary purpose of higher education has to be helping humans get better at being human". Figure 1: Being attentive to inclusive and integrative practices, PBL falls within 'the first quadrant' of the matrix [2]. ...
... Hence, "as machines get better at being machines", Bass [2] argues that "the primary purpose of higher education has to be helping humans get better at being human". Figure 1: Being attentive to inclusive and integrative practices, PBL falls within 'the first quadrant' of the matrix [2]. Accordingly, PBL prepares the students for the uncertain prospects of the future labor market facing automation and technological advancements. ...
... Ez a keretezés számos következménnyel jár a felsőoktatási diskurzus jövőjét illetően. A tanulást gyakran egyéni tevékenységként ábrázolják, a felsőoktatást pedig egyre inkább magán jószágként értelmezik a közjó helyett (Bass, 2018 Annak érdekében, hogy elkerüljük ennek a dominanciának a megismétlődését a saját vizsgálatunk során, úgy döntöttünk, hogy néhány úgynevezett "kritikai megjegyzést" is beillesztünk jelentéseinkbe. Ezeknek a megjegyzéseknek az a funkciójuk, hogy fényt derítsenek azokra a kérdésekre, amelyek általában rejtve maradnak vagy a diskurzus peremén maradnak. ...
A tanulmányban szeretnénk felhívni a figyelmet néhány dilemmára és döntési pontra, amelyek a horizon scanning során merültek fel. Ennek megfelelően ennek a rövid módszertani reflexiónak az a célja, hogy útmutatást nyújtson azoknak a kutatóknak, akik először próbálják alkalmazni a horizon scanning technikát, és esetleg olyan kérdésekkel szembesülnek, mint amilyenekkel nekünk is meg kellett küzdenünk.
... al., 2020). In such a setting, human capabilities that are superior to machines such as creativity, personal empowerment, empathy and ability to reflect in conditions of complexity and uncertainty would be in demand (Bass, 2018). This argument supports the findings of a study that examined over 250,000 online job advertisements for post college applicants to establish four 21 st century skill sets prioritised by employers: oral communication, written communication, collaboration, and problem solving (Rios et al., 2020). ...
Surviving and thriving in this 21st century volatile, uncertain, complex, and ambiguous (VUCA) world caused by rapid digitalisation and changing work landscape, requires agile organisations with agile employees who are adaptable, resilient, and actively engaged in lifelong learning. A blended workforce encompassing full-time and 'gig' employees, working in tandem with smart machines, calls for an innovative and collaborative workforce capable of critical thinking and creative problem solving. This paper aims to highlight the potential of design thinking approaches to foster lifelong learning and graduate employability in a VUCA environment. The paper outlines an empirical study investigating the multiple benefits of incorporating design thinking process attributes in higher education. It argues that such processes can result in the development of 21st century skills and mindset and graduate capability themes that promote lifelong learning skills. Incorporating such strategies offers the potential to narrow the competency gap between workforce and work and enhance the employability and career development of graduates. The paper offers a Framework for Lifelong Learning in a VUCA environment that outlines the powerful traits that arise as payoffs from engaging in and practising design thinking. This framework can serve as a preliminary guide for higher education educators, learning organisations and individuals to inculcate and enhance lifelong learning
... This framing has several consequences regarding the future of HE discourse. Learning is often depicted as an individual activity, and, in turn, HE is increasingly understood as a private instead of a public good (Bass, 2018). Furthermore, the technologization of educational issues leads to a sort of biased worldview, in which technologies are the real drivers of change in the sector while human actors (organizational leaders, lecturers, students) either adopt or darker background) reflected in the six external validity criteria of Futures Maps (based on Kuusi et al. 2015, p. 22) resist these changes (Peters et al., 2019). ...
In this short methodological paper, we introduce four issues regarding the process of a horizon scanning exercise. During our horizon scanning project about the future of higher education, we met with several methodological challenges that influenced the data gathering and analysis of our research. The four issues were as follows: (1) finding the right template of data gathering, (2) identifying the right focus of our exercise, (3) the effect of the chosen target group on the process, and (4) the issue of blind spots of the analyzed discourse. By making our research dilemmas and our answers transparent, we would like to highlight how these issues and our decisions shaped the process and the output. In this manner, we demonstrate the iterative aspect of data‐gathering and analysis phases in horizon scanning processes. By discussing these four challenges, we also attempt to emphasize that methodological decisions mutually affect each other and in turn the process itself. Furthermore, this way we could provide methodological insights for researchers who encounter similar decision points during their horizon scanning.
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... Without sufficient access to sustained support and the tools and resources essential in the design of a student-centred environment, instructors are challenged to create these experiences on their own [14]. Furthermore, the myriad of Ed-Tech tools to consider such as software applications, web tools, data platforms and mobile applications, further amplifies the educator challenge and requires support to navigate and chose the best options [27]. ...
One of the keys to effective 21st century teaching is to integrate traditional pedagogical methods with the effective use of technology to foster student-centred learning. These increasingly sophisticated technologies are deployed in learning solutions, blending teaching techniques, learning styles, and delivery methods while creating a need for educators to gain new skills to meaningfully engage with these tools. The requirement is to scale blended learning and to design learning experiences that take full advantage of the digital platforms. This study presents a taxonomy with its dimensions and characteristics of the key factors impacting blended learning design. Such a taxonomy is useful not only for describing key factors impacting blended learning design, but also as a professional development tool for educators to increase efficacy of teaching and learning design. We constructed the taxonomy through a classification process following the taxonomy development approach of Nickerson et al.
This research aims at understanding opportunities and challenges faced by State Islamic Tertiary Education Institution in Indonesia's industrial revolution 4.0 era amidst the COVID-19 pandemic and the transition to new normal. This is a qualitative research involving 46 informants, consisting of stakeholders in Islamic Tertiary institutions. The data were collected through interviews, observation and documentation. The data analysis were implemented through reduction, display data, and conclusion drawing/verification. The result of this research shows that the Islamic higher education institutions still experience challenges in the industrial revolution 4.0 era: lack of human resource, administrative staff’s lack of ability in using technological devices, and insufficient infrastructure to support the teaching process. However, industrial revolution 4.0 has opened new opportunities for the development of the tertiary institutions, in terms of its institution status changes from State Islamic Institution to State Islamic University, including the establishment of faculty of science and technology relevant to the current job market. In addition, during the Covid-19 and new normal era, the teaching process was based on online infrastructure, which was the characteristic of industrial revolution 4.0. The strategy to uplift the quality of Islamic higher institutions was conducted by enhancing the lecturer's competency, implementing the National Qualification Framework for Indonesia curriculum, developing the technology facility for teaching, and establishing the Ma’hadA’ly (Higher learning) program.
This report is the second part of a series by the Future of Higher Education Research Centre at Budapest Business School. It addresses the changes and drivers related to the challenge of flexible learning in HE. It starts with a short description of the present state, then outlines some major issues and initiatives regarding the increasing demand for flexible learning. Finally, it introduces three forms of flexible operation concerning
higher education institutions in order to initiate individual reflections and collective discussions about the future of HE.
The Future of Higher Education Research Centre at Budapest Business School started a Horizon Scanning Report Series which aims to find answers to the question ‘What trends can be identified affecting the future of higher education (HE) based on academic and semi-academic discourses?’. The abrupt change in HE (just as in any other spheres of our lives) due to the COVID19 global pandemic made this exercise more urgent and topical. Therefore, we decided to publish our initial collections to help orienting the different stakeholders in HE.
In the first volume we collected the changes and drivers related to the knowledge transfer role of higher education .
Significance
The President’s Council of Advisors on Science and Technology has called for a 33% increase in the number of science, technology, engineering, and mathematics (STEM) bachelor’s degrees completed per year and recommended adoption of empirically validated teaching practices as critical to achieving that goal. The studies analyzed here document that active learning leads to increases in examination performance that would raise average grades by a half a letter, and that failure rates under traditional lecturing increase by 55% over the rates observed under active learning. The analysis supports theory claiming that calls to increase the number of students receiving STEM degrees could be answered, at least in part, by abandoning traditional lecturing in favor of active learning.
This book predicts the decline of today's professions and describes the people and systems that will replace them. In an Internet society, according to Richard Susskind and Daniel Susskind, we will neither need nor want doctors, teachers, accountants, architects, the clergy, consultants, lawyers, and many others, to work as they did in the 20th century. The Future of the Professions explains how 'increasingly capable systems' -- from telepresence to artificial intelligence -- will bring fundamental change in the way that the 'practical expertise' of specialists is made available in society. The authors challenge the 'grand bargain' -- the arrangement that grants various monopolies to today's professionals. They argue that our current professions are antiquated, opaque and no longer affordable, and that the expertise of their best is enjoyed only by a few. In their place, they propose six new models for producing and distributing expertise in society. The book raises important practical and moral questions. In an era when machines can out-perform human beings at most tasks, what are the prospects for employment, who should own and control online expertise, and what tasks should be reserved exclusively for people? Based on the authors' in-depth research of more than ten professions, and illustrated by numerous examples from each, this is the first book to assess and question the relevance of the professions in the 21st century.
Three Myths about the Future of Work (and Why they are not true),” TED talk, December. TED talk; see also Susskind, D. and Susskind, R. The Future of the Professions: How Technology Will Transform the Work of Humans
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Open and Integrative: Designing Liberal Education for the New Digital Ecosystem. American Association of Colleges and Universities
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“In EdTech, ‘ed’ comes before ‘tech’. A National Louis University-Acrobatiq case study.” E-literate
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Adios Ed Tech, Hola Something Else
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